Do existing measures take enough factors into account or do we become too focused on only skills? What are the best measurement methods available? Do we need new ones? Who should develop them?
How do you judge the performance of teachers?
Pros and cons of national systems. If you measure, you must be prepared to act both for below and above par performance. How closely should performance and pay be related?
International recognition, online marking, standards - referenced reporting of results and the modernisation of examination and assessment systems
How to increase accountability to enable fairer and more accurate evaluations of performance and a more efficient use of resources?
Speakers
Helen Pinnock, Educational Advisor, Save The Children
- reflecting what we know about how children learn in teacher performance standards and in national and international learning assessment frameworks. - referring to latest evidence coming out about language of instruction – Save the Children will be revealing new conclusions from the draft of its new report, due out in November. There are significant implications for assessment frameworks such as EGRA (Early Grades Reading Assessment) from this research.
Andreas Schleicher, Head of the Indicators and Analysis Division, Directorate for Education, OECD (via video)
As we present information to students, we hope that they are learning. How do we know that they are learning? How do they tell us that they understand? How do we measure that? How do we improve our instruction when we gain information about student outcomes?
There are different ways to measure and different kinds of information-
I. Skill acquisition with content knowledge
A. NWEA testing(MAP)- electronic measurement as a formative assessment
1. Student performance assessment is delivered in reading and math within 24 hours
2. Leveled test shows students' performance within RIT bands
3. Data Dialogues allow teachers to come together as a whole grade to analyze each student into categorical levels of performance. Teachers embrace the grade as a whole.
4. Des Cartes is accessed to designate skill acquisition and skill needs.
5. A category of weakness is determined for the week
6. Skill lessons for that specific category is given to each teacher for re-teach, mini lessons, homework, regroups, etc.
7. A reflection of success
B. Harcourt Assessments/Dibels/TRC
C. Classroom Assessments-
1. Teachers trust the results
2. Relevant & Immediate
3. Need PD in design and analysis
a. Assessments Need to be Useful
b. Assessments Need to Follow with Corrective Instruction
c. Give Second Chances to Demonstrate Success
II. Artistic Performances & Demonstrations
A. Teachers Made Assessment of Content (3 per teachers)
B. Performance Measurement Tool
III. Social Emotional/Behavior Analysis
A. Survey of Effectiveness by Students
B. Graphic Representation of Results
Kathleen Bandolik, Principal, OA Thorp Scholastic Academy Math and Science
Kathleen's Bandolik's content
Measuring teacher performance is one of the most critical aspects of developing strong, cohesive rigorous programs for students. In the curricular area of mathematics teacher preparedness for certification at the elementary level is generally one required course that follows pedagogy rather than mathematical theory and practice. As a result of this weakness in teacher preparation administrators often observe less than rigorous application of meaningful and important mathematics teaching in many classrooms. When the teaching of mathematics in the program years Kindergarten through Fifth does not provide curricula that is comprehensive and cohesive, teaching that is not skilled in linking interconnected ideas grounded in rigorous mathematics knowledge on the part of the teachers, and linked to practical application of the mathematics being learned, students will be unable to move into the Middle grades with the solid content knowledge necessary to expand their mathematical horizons and move into the study of higher mathematics in high school and college.
Teacher quality is essential. What are some of the performance indicators measuring teacher quality? · Content knowledge, pedagogical knowledge regarding the teaching of mathematics at specific grade levels, knowledge of students’ mathematical reasoning abilities at varying grade levels, along with knowledge of developmentally appropriate and best instructional strategies. · The ability to provide students with opportunity to collect, organize and critically evaluate information. · Instruction in situations that maximize opportunity for students to work effectively as members of teams, or groups. · Provide menus of choice within problem solving that maximize student learning modalities as well as enhance the mathematics learning for all students. · Reflect on assessment outcomes and student engagement to inform and refine the lessons presented. · Plan activities and seek out opportunities for students to engage in dialogue or observation with professionals who incorporate mathematical skills within the real world. · Have a standard of instruction that is specific, rigorous and embedded with assessment. · Monitors student performance to pace and guide instruction.
Table of Contents
Discussions
What outcomes measures work?
Do existing measures take enough factors into account or do we become too focused on only skills? What are the best measurement methods available? Do we need new ones? Who should develop them?
How do you judge the performance of teachers?
Pros and cons of national systems. If you measure, you must be prepared to act both for below and above par performance. How closely should performance and pay be related?
International recognition, online marking, standards - referenced reporting of results and the modernisation of examination and assessment systems
How to increase accountability to enable fairer and more accurate evaluations of performance and a more efficient use of resources?
Speakers
Helen Pinnock, Educational Advisor, Save The Children- reflecting what we know about how children learn in teacher performance standards and in national and international learning assessment frameworks.
- referring to latest evidence coming out about language of instruction – Save the Children will be revealing new conclusions from the draft of its new report, due out in November. There are significant implications for assessment frameworks such as EGRA (Early Grades Reading Assessment) from this research.
Andreas Schleicher, Head of the Indicators and Analysis Division, Directorate for Education, OECD (via video)
Stream contributors
Dr Kathleen Hagstrom, Principal, Walt Disney Magnet SchoolMeasuring Outcomes
As we present information to students, we hope that they are learning. How do we know that they are learning? How do they tell us that they understand? How do we measure that? How do we improve our instruction when we gain information about student outcomes?
There are different ways to measure and different kinds of information-
I. Skill acquisition with content knowledge
A. NWEA testing(MAP)- electronic measurement as a formative assessment
1. Student performance assessment is delivered in reading and math within 24 hours
2. Leveled test shows students' performance within RIT bands
3. Data Dialogues allow teachers to come together as a whole grade to analyze each student into categorical levels of performance. Teachers embrace the grade as a whole.
4. Des Cartes is accessed to designate skill acquisition and skill needs.
5. A category of weakness is determined for the week
6. Skill lessons for that specific category is given to each teacher for re-teach, mini lessons, homework, regroups, etc.
7. A reflection of success
B. Harcourt Assessments/Dibels/TRC
C. Classroom Assessments-
1. Teachers trust the results
2. Relevant & Immediate
3. Need PD in design and analysis
a. Assessments Need to be Useful
b. Assessments Need to Follow with Corrective Instruction
c. Give Second Chances to Demonstrate Success
II. Artistic Performances & Demonstrations
A. Teachers Made Assessment of Content (3 per teachers)
B. Performance Measurement Tool
III. Social Emotional/Behavior Analysis
A. Survey of Effectiveness by Students
B. Graphic Representation of Results
Kathleen Bandolik, Principal, OA Thorp Scholastic Academy Math and Science
Kathleen's Bandolik's content
Measuring teacher performance is one of the most critical aspects of developing strong, cohesive rigorous programs for students. In the curricular area of mathematics teacher preparedness for certification at the elementary level is generally one required course that follows pedagogy rather than mathematical theory and practice. As a result of this weakness in teacher preparation administrators often observe less than rigorous application of meaningful and important mathematics teaching in many classrooms. When the teaching of mathematics in the program years Kindergarten through Fifth does not provide curricula that is comprehensive and cohesive, teaching that is not skilled in linking interconnected ideas grounded in rigorous mathematics knowledge on the part of the teachers, and linked to practical application of the mathematics being learned, students will be unable to move into the Middle grades with the solid content knowledge necessary to expand their mathematical horizons and move into the study of higher mathematics in high school and college.
Teacher quality is essential. What are some of the performance indicators measuring teacher quality?
·
Content knowledge, pedagogical knowledge regarding the teaching of mathematics at specific grade levels, knowledge of students’ mathematical reasoning abilities at varying grade levels, along with knowledge of developmentally appropriate and best instructional strategies.
· The ability to provide students with opportunity to collect, organize and critically evaluate information.
· Instruction in situations that maximize opportunity for students to work effectively as members of teams, or groups.
· Provide menus of choice within problem solving that maximize student learning modalities as well as enhance the mathematics learning for all students.
· Reflect on assessment outcomes and student engagement to inform and refine the lessons presented.
· Plan activities and seek out opportunities for students to engage in dialogue or observation with professionals who incorporate mathematical skills within the real world.
· Have a standard of instruction that is specific, rigorous and embedded with assessment.
· Monitors student performance to pace and guide instruction.
Professor Johanna Buitentach, Professor in Industrial Psychology, University of Namibia
Stream leader
Dr Mona Mourshed, Partner, Middle East Office, McKinsey & Company